Stéphanie Duval

Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres.

This article examines the prosociality of four-year-old girls and boys in childcare centres. More specifically, it aims to measure gender differences in prosociality among children, based on three sources and methods of evaluation: (1) the early childhood educators (ECE) perception (perceived prosociality), (2) the childrens own responses to hypothetical interpersonal problem-solving situations (expressed prosociality) and (3) observation of the childrens prosocial behaviour during symbolic play with a peer (observed prosociality). In line with many studies in this field, the results show that girls are perceived by their ECEs as being more prosocial than boys. However, analyses of the data on expressed prosociality and observed prosociality did not reveal a significant gender effect. These results are discussed with respect to the influence that differential perceptions based on gender have on the assessment of childrens prosociality. Some possible explanations for this gender gap, particularly in educational contexts, are put forward.

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

The aim of this study was to examine the relationship between motor proficiency and academic achievement in 7 years-old children. A mediating model in which the relation between motor proficiency and academic achievement is mediated by cognitive ability was tested. Participants included 152 children from the longitudinal study Jeunes enfants et leurs milieux de vie (Young Children and their Environments). Motor proficiency was evaluated with the Bruininks-Oseretsky Test of Motor Proficiency (BOT2), cognitive ability with the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and academic achievement with the Wechsler Individual Achievement Test II (WIAT II). Results showed that motor proficiency, cognitive ability and academic achievement were positively correlated with each other. A structural equation modeling analysis revealed that motor proficiency had a positive effect on academic achievement through an indirect path via cognitive ability. These results highlight the fundamental importance of motor skills in childrens academic achievement in early school years.

Quality of classroom interactions in kindergarten and executive functions among five year-old children

Abstract The goal of this study was to examine the relationship between the quality of classroom interactions in kindergarten and executive functions (EFs) among 5-year-old children. The sample consisted of 118 children, with a mean age of 73.34 months (SD = 4.22), from 12 kindergarten classes. The quality of classroom interactions was measured using the Classroom Assessment Scoring System (CLASS), while the children’s EFs (working memory (WM), inhibition, cognitive flexibility, and planning) were measured using various tests conducted on the children (e.g. Forward and Backward Digit Span). The results show that emotional support in the classroom was positively correlated with EF skills among the children, in particular, those related to WM and cognitive inhibition. Moreover, the results indicate that instructional support was negatively correlated with the children’s WM. Further analyses demonstrated that gross family income reduced the association between instructional support and WM. These findings attest to the importance of emotional support for the development of EFs, particularly WM, and bring out the potential moderating effect of family characteristics (e.g. gross family income) on executive functioning.

Perspectives théoriques à l’égard des fonctions exécutives en contexte éducatif chez les enfants d’âge préscolaire

Cet article théorique vise à documenter l’évolution des perspectives qui ont été dégagées sur le développement des fonctions exécutives (FE) chez les enfants âgés entre 3 et 6 ans. Malgré la présence d’un accord général sur la définition plus large du concept de FE, un débat persiste toujours sur les composantes qui y sont associées, surtout chez les jeunes enfants. En effet, différentes propositions théoriques quant à la manière de conceptualiser les FE ont été proposées depuis le début des années 2000. Il est donc difficile de s’entendre sur les habiletés qu’il est possible d’observer chez les enfants d’âge préscolaire, notamment en contexte éducatif. Dans un tel contexte, il s’avère essentiel de miser sur l’observation des habiletés associées aux FE dans des situations quotidiennes et naturelles (p. ex. temps de jeu), ce qui permet ensuite à l’adulte d’accompagner l’enfant dans le déploiement de ces dernières. Prenant appui sur les perspectives théoriques dégagées dans cet article, notamment celle de Miyake et al. (2000), cet article propose des pistes d’observation et d’intervention permettant de soutenir les habiletés liées aux FE à l’éducation préscolaire, de manière à favoriser le développement et l’apprentissage de l’enfant, par extension sa réussite éducative.